SMOT Strategy Document

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• An arrangement – whereby the local authority, school or college holds the funds and commissions the support specified in the EHC plan (these are sometimes called notional budgets) • Third party arrangements – where funds (direct payments) are paid to and managed by an individual or organisation on behalf of the child’s parent or the young person • A combination of the above. Case Study – Co-production with Suffolk Parent Carer Network (SPCN) Promote tips developed by Suffolk Parent Carer Network, for families whose young people have SEND and are wanting to plan to learn to drive. Introduction Suffolk Parent Network have an active audience of parents and family members who provide feedback on services for those with SEND, and also make enquiries about hot topics. One of the hot topics during summer 2018, is tips for families to consider when planning and setting up driving lessons for their young people with SEND. Through the Suffolk Parent Carer Network online forum, a vast range of tips and advice has been exchanged. This case study will share these tips and outlines the benefits to young people with SEND, as they prepare for their adulthood outcomes of living independent lives, being part of their local community, taking part in training, learning and ultimately gaining employment. 53
Local Initiatives School Travel Plan Accreditation Scheme [Modeshift STARS] Suffolk County Council’s Travel Plan Team provides guidance and advice to schools to assist with the development of a School Travel Plan. These have multiple aims, including decreasing traffic levels around schools, improving pupils’ road safety, interlinking with Healthy Schools status and Bikeability, and helping everyone get to and from school actively, more alert and ready to learn. To help develop a School Travel Plan, a new and free national accreditation scheme is now available to use. Modeshift STARS has been established to recognise schools that have demonstrated excellence in supporting cycling, walking and other forms of sustainable travel. Schools can register on the scheme for free and will be granted access to an online system, guiding them through each element of a Travel Plan with user-friendly instructions. Once registered on the system, there are three levels of accreditation that a school can achieve, with plaques awarded for each on a yearly basis to display within the school: For schools that demonstrate a commitment to promoting sustainable transport by conducting an annual survey, identifying travel issues and solutions and delivering a range of travel initiatives. For schools that achieve a reduction in car use on the journey to school, identifying the sustainable modes which most suit their needs and working towards improving or implementing facilities to support these. For schools that have excelled with promoting sustainable travel and achieved a noticeable reduction in car use on the journey to school by fully embracing sustainable travel as the norm throughout the entire school community. Schools can apply for a Bronze accreditation, with the sign-off process for approval conducted by SCC. Applications for Silver or Gold accreditations will need to be endorsed by SCC prior to a quality assurance exercise carried out by Modeshift. Accreditations will be given on a termly basis. Each school, when successful, will receive a plaque for display to show their level of achievement. 54
Page 1 and 2:
SMOT strategy Sustainable Modes of
Page 3 and 4: Suffolk County Council Suffolk’s
Page 5 and 6: Chapter 1 Introduction and Vision I
Page 7 and 8: • improve sustainable travel •
Page 9 and 10: The School Travel Policy is for Suf
Page 11 and 12: • Walking to school gives older c
Page 13 and 14: Consider if o Check out evidence of
Page 15 and 16: Chapter 3 Priorities and Actions Ou
Page 17 and 18: Priority D - Post-16 Promote up to
Page 19 and 20: Context Following the Suffolk Schoo
Page 21 and 22: Cohort No. Ages 16-18 % change from
Page 23 and 24: Health and Wellbeing of families Th
Page 25 and 26: capacity increasing by 60); The Wil
Page 27 and 28: Elmswell Community Primary School e
Page 29 and 30: Chapter 5 Audit of Sustainable Trav
Page 31 and 32: Secondary Phase Map 30
Page 33 and 34: Analysis of School Census as at Jan
Page 35 and 36: Rights of Way The county council’
Page 37 and 38: A School Crossing Patrol Officer ca
Page 39 and 40: • Department for Education Post-1
Page 41 and 42: District/Borough Population Babergh
Page 43 and 44: A key discussion point throughout t
Page 45 and 46: enefit analysis of providing infras
Page 47 and 48: Following the commencement national
Page 49 and 50: Best practice recommends we publish
Page 51 and 52: Case Study of the Albany Pupil Refe
Page 53: their academic and social needs and
Page 57 and 58: School travel poster 56
Page 59 and 60: Long o o o o o Continue to work wit
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